Challenges to Education Policy in Rwanda: A review into preschool education

2021 ◽  
Vol 8 (5) ◽  
pp. 34-44
Author(s):  
Muhimpundu Nadege ◽  
Akimanizanye Annonciata
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Preschool Education ◽  
Quality Education ◽  
Childhood Development ◽  
Quality Of Education ◽  
Childhood Education ◽  
Secondary Sources ◽  
Design And Implementation

Although ,Rwanda has approved its Early Childhood Development (ECD) Policy and Strategic Plan in September 2011, the policy was established and implemented in different ways in early childhood education, yet preschool has a long way to go. Equally, having a focus on preschool education is the best investment that Rwanda can make to achieve other national goals such as, reducing maternal mortality, eliminating malnutrition and improving access to quality education. Empirical evidence gathered from secondary sources indicates that government has put more effort in improving quality of education. Yet on preschool level, indicators available illustrates that the results are far from expectation. The study further discusses the challenges faced by government in the design and implementation of ECD policy that have led to the ensuing situation. 

scholarly journals Early Childhood Education Services in Manzini Region in Eswatini: Equality and Accessibility

2021 ◽  
Vol 1 (2) ◽  
pp. 172-186
Author(s):  
Sithulisiwe Bhebhe ◽  
Ntokozo Vilakati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Development ◽  
Preschool Education ◽  
Childhood Development ◽  
Ministry Of Education ◽  
Education Services ◽  
Childhood Education ◽  
The Government ◽  
Privately Owned

Education services are meant for developing the cognitive capacities of all individuals, though this may vary with individuals given their variable genetic make-up. Early childhood education is one way in which children are developed for the future. This study sought to establish how early childhood education services were valued, made available and accessible to children in a developing country. Open-ended interviews and observations were the instruments used for data collection. Thematic analysis was the data analysis method used in this study. The findings of the study revealed that there were benefits in preschool education and that those learners who missed early childhood education were slow and took long to grasp concepts. The study also found that in the Kingdom of Eswatini not all children of early childhood going age go to school due to limited finances, poverty and sicknesses. The study concluded that privately-owned early childhood development centres are expensive and most parents could not afford the fees. The study recommended that the ministry should consider ECE and start funding preschool education and also provide a documented curriculum to ensure that children who attended preschool get the required skill as expected. The Ministry of Education needs to provide for ECE if they have to achieve their goal of providing equal and quality education to all Eswatini children. The ministry should be prepared to build more preschools, to at least see each primary school having a preschool owned by the government linked to it

scholarly journals ACEs in Early Childhood: Effects of Parental Substance Abuse on Socioemotional Development and Ways to Administer Quality Education to Children with ACEs

2021 ◽  
Author(s):  
Carolynn Bryan Palmer
Keyword(s):  
Substance Abuse ◽  
Early Childhood ◽  
Early Childhood Development ◽  
Quality Education ◽  
Childhood Development ◽  
Learning Potential ◽  
Parental Substance Abuse ◽  
Childhood Education ◽  
Adverse Experiences ◽  
Socioemotional Skills

The current study focuses on the effects of parental substance abuse within the home environment and the resulting outcome for early childhood development in socioemotional skills and learning potential in educational, emotional, and social realms. Impaired neurological/brain development, cognitive functioning delays, and lack of proper practice with social cues (particularly in areas concerning synaptogenesis) are assessed in terms of systematic setbacks and barriers in childhood education. Further, this study considers strategies for combatting these impediments and proposes a plan for schools to implement in order to administer higher quality education to children with adverse experiences.

Adaptation and Application of the Measuring Early Learning Quality and Outcomes (MELQO) Framework to Early Childhood Education Settings in Colombia

2019 ◽  
Vol 227 (2) ◽  
pp. 105-112 ◽  
Author(s):  
Liliana Angelica Ponguta ◽  
Carolina Maldonado-Carreño ◽  
Sharon Lynn Kagan ◽  
Hirokazu Yoshikawa ◽  
Ana María Nieto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Latin American ◽  
Early Childhood Development ◽  
Early Learning ◽  
Lessons Learned ◽  
Childhood Development ◽  
Childhood Education ◽  
Quality And Outcomes

Abstract. In Colombia, the national law De Cero a Siempre (DCAS) provides a framework for holistic and integrated early childhood development and education for all children. Against the backdrop of the United Nations’ Sustainable Development Goals and the DCAS policy objectives, Colombia set out to apply a comprehensive measure to track the quality of early childhood education programs that would inform pedagogical, programmatic, and policy strategies. Our study describes the process whereby key stakeholders selected, adapted, validated, and applied the Measuring Early Learning Quality and Outcomes (MELQO) framework to characterize the quality of early childhood education at scale in the country. We describe the phases that led to the application of the different instrument modules, and the key enablers and challenges to the process. The paper includes implications for policy, practice, and research in Colombia and discusses lessons learned with relevance to the Latin American and global contexts.

Social Investment and Childcare Expansion

2017 ◽  
Author(s):  
Margarita León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Perfect Match ◽  
Preschool Education ◽  
Conceptual Level ◽  
Social Investment ◽  
Trade Off ◽  
Childhood Education ◽  
Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

scholarly journals PEMBELAJARAN BAHASA DAERAH GORONTALO PADA ANAK USIA DINI

2017 ◽  
Vol 12 (1) ◽  
pp. 81-88
Author(s):  
Wenny Hulukati, Maryam Rahim, Yusuf Djafar
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Urban Areas ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Local Language ◽  
Childhood Education ◽  
Learning Programs ◽  
Learning Language ◽  
Local Languages

Local language is one of the characteristics as well as a cultural richness of an area that needsto be preserved existence. In Gorontalo, some teenagers are not confident in their local languages, andchildren who are unable to communicate with Gorontalo language even in very simple contexts, especiallypeople in urban areas. Learning local languages of Gorontalo at the level of Early Childhood Education isconsidered to be one solution, considering the early age is a potential moment to develop various potentials,including the potential for language. Conditions encountered in early childhood education institutions showthat learning / language activities in Gorontalo are not structured, resulting in the development of Gorontalolanguage ability in children is very low. For that reason, learning language of Gorontalo in early childhoodneeds to be organized in a systematic and structured based on clear guidelines. These guidelines include:(a) learning programs that are appropriate to the characteristics of early childhood development, (b) learningmaterials appropriate to the characteristics of early childhood development, and (c) evaluation guidelinesthat can clearly measure the development of local language skills in children aged early. Keywords: learning, local language of Gorontalo, early childhood

scholarly journals Measuring and forecasting progress in education: what about early childhood?

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Linda M. Richter ◽  
Jere R. Behrman ◽  
Pia Britto ◽  
Claudia Cappa ◽  
Caroline Cohrssen ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Life ◽  
Early Childhood Development ◽  
Tertiary Education ◽  
Universal Access ◽  
Preschool Education ◽  
Early Learning ◽  
Childhood Development ◽  
Middle Income ◽  
Childhood Care

AbstractA recent Nature article modelled within-country inequalities in primary, secondary, and tertiary education and forecast progress towards Sustainable Development Goal (SDG) targets related to education (SDG 4). However, their paper entirely overlooks inequalities in achieving Target 4.2, which aims to achieve universal access to quality early childhood development, care and preschool education by 2030. This is an important omission because of the substantial brain, cognitive and socioemotional developments that occur in early life and because of increasing evidence of early-life learning’s large impacts on subsequent education and lifetime wellbeing. We provide an overview of this evidence and use new analyses to illustrate medium- and long-term implications of early learning, first by presenting associations between pre-primary programme participation and adolescent mathematics and science test scores in 73 countries and secondly, by estimating the costs of inaction (not making pre-primary programmes universal) in terms of forgone lifetime earnings in 134 countries. We find considerable losses, comparable to or greater than current governmental expenditures on all education (as percentages of GDP), particularly in low- and lower-middle-income countries. In addition to improving primary, secondary and tertiary schooling, we conclude that to attain SDG 4 and reduce inequalities in a post-COVID era, it is essential to prioritize quality early childhood care and education, including adopting policies that support families to promote early learning and their children’s education.

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